cpb-us-e1.wpmucdn.com · Web viewWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, …

Teacher: E. Sears and S. Jackson Subject/Grade: 8th Grade Advanced Content ELA Date: 2/1-2/5

Classroom Lesson PlansDay of the week: ___Monday, February 1st, 2016 ________________________________

Common Core/GPS Content Standards: For the course of the third nine weeks: highlighted if being assessed/emphasized during the lesson

ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ELAGSE8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

ELAGSE8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

ELAGSE8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. ELAGSE8RL8: (Not applicable to literature)

ELAGSE8RI2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. ELAGSE8RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique,


relevant descriptive details, and well-structured event sequence.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

College & Career Readiness Anchor Standard(s) (Reading): (Bolded when assessed in unit)Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College & Career Readiness Anchor Standard(s) (Writing): (Bolded when assessed in unit)Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter


time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Learning Goals (Overarching Goals): What you want kids to know and be able to do at the end of the unit: Students will identify the points of view of characters, audience, and reader to analyze the effects of suspense and humor.Students will analyze dialogue and plot elements to understand the characterization and plot pacing of a story.Students will analyze modern and traditional American and multi-cultural texts to understand the theme of success and to analyze the character types as well as the views of success.Students will use peer guidance to modify and adjust their argument writing for their debate.Students will identify and use verbals (x, participles, and infinitives).Students will identify and use passive and active voice.Students will delineate the different types of irony.Learning Outcomes (Essential Questions): These are your daily learning outcomes and essential questionsOverarching Essential Questions: What does it mean to be successful? What behaviors promote success? How can a person achieve success?Activating Strategy (Warm Up): This activity should relate to your lesson for the day, but should be something up for students ready to work on as soon as they get into the classroom.

Journal Prompt: What message is missing from these images?

Brief class discussion.

Direct Teaching& Modeling; Guided Practice (Opening): Review Standard ELAGSE8RI8:evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.Using the model text (NY Times article http://www.nytimes.com/2016/01/27/sports/football/super-bowl-spotlight-on-santa-clara-reveals-how-it-has-changed.html?ref=sports), determine the claim and evidence, and whether or not the evidence is relevant, sufficient, or irrelevant.

Work Session: This is the session in which students are working either independently, in groups, or pairs, based on the assignment you want them to complete.

• Students work in groups to rearrange the pieces of the article.• Students will determine the claim and evidence of the article.• Students will identify whether the evidence is relevant, irrelevant, or sufficient.• Group work is focused on RI8.• There are 3 different articles. Articles are varied by topic.

Closing: In SeeSaw…

• Capture your work using your device or Ipad !

http://www.nytimes.com/2016/01/27/sports/football/super-bowl-spotlight-on-santa-clara-reveals-how-it-has-changed.html?ref=sports

http://www.nytimes.com/2016/01/27/sports/football/super-bowl-spotlight-on-santa-clara-reveals-how-it-has-changed.html?ref=sports


• Post your work on SeeSaw – be sure to tag each member in your group!Homework Reminders

Homework:Essay Rough Draft due tomorrow! 2/2Vocabulary Quiz Tomorrow!Read CH 9-10 by Friday, Feb. 5th

SeeSaw Discussion Post #3 due Friday, Feb. 5th Battle School Logo Due Friday, Feb. 5th

Materials and Other Info:Power PointCopies of each article- cut in piecesColored paper- purple, red, greenIPad – access to SeeSaw

Assessments: Quizzes/TestsWriting AssignmentsGraphic OrganizersListening Speaking and ObservationsExit SlipsJournals/QuickwritesSkills Worksheets

Differentiation: By ELA Scores By Reading Scores (attached) By Lexile Scores By Interest By Learning Styles By Processing Skills By Teacher made test scores

Mixed Ability Like Ability Content Product See Below

Explain what you are doing differently to address various learning levels. (What will instruction look like? How will you form groups, etc):The articles are differentiated by student interest.Visuals and audio is incorporated in each station to meet the needs of the visual and auditory learners in the class.


Classroom Lesson PlansDay of the week: ___Tuesday, February 2nd, 2016 ________________________________


ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ELAGSE8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. ELAGSE8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. ELAGSE8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. ELAGSE8RL8: (Not applicable to literature)


ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree onELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as


needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

College & Career Readiness Anchor Standard(s) (Reading): (Bolded when assessed in unit)Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College & Career Readiness Anchor Standard(s) (Writing): (Bolded when assessed in unit)Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Learning Goals (Overarching Goals): What you want kids to know and be able to do at the end of the unit: Students will identify the points of view of characters, audience, and reader to analyze the effects of suspense and humor.Students will analyze dialogue and plot elements to understand the characterization and plot pacing of a story.Students will analyze modern and traditional American and multi-cultural texts to understand the theme of success and to analyze the character types as well as the views of success.Students will use peer guidance to modify and adjust their argument writing for their debate.Students will identify and use verbals (x, participles, and infinitives).Students will identify and use passive and active voice.Students will delineate the different types of irony.Learning Outcomes (Essential Questions): These are your daily learning outcomes and essential questionsOverarching Essential Questions: What does it mean to be successful? What behaviors promote success? How can a person achieve success?Activating Strategy (Warm Up): This activity should relate to your lesson for the day, but should be something up for students ready to work on as soon as they get into the classroom.Students will take the first 5 minutes of class to study for their vocabulary quiz.Administer quiz.When completed, provide students with new vocabulary packet- review wordsDirect Teaching& Modeling; Guided Practice (Opening): Using a writing sample from Milestones, model the writer’s workshop process.Work Session: This is the session in which students are working either independently, in groups, or pairs, based on the assignment you want them to complete.

• Students work in pairs to evaluate each other’s rough draft of their Success Essay.• Students will use the essay rubric to assess each other’s rough draft.

Closing: Homework reminders!Homework: Read CH 9-10 by Friday, Feb. 5th


Materials and Other Info:Power PointModel textRubric check listsAssessments: Quizzes/TestsWriting AssignmentsGraphic OrganizersListening Speaking and ObservationsExit SlipsJournals/QuickwritesSkills Worksheets

Differentiation: By ELA Scores By Reading Scores (attached) By Lexile Scores By Interest

Mixed Ability Like Ability Content Product


By Learning Styles By Processing Skills By Teacher made test scores

See Below

Explain what you are doing differently to address various learning levels. (What will instruction look like? How will you form groups, etc):

Classroom Lesson PlansDay of the week: __Wednesday, February 3rd, 2016________________________________


ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis


of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. ELAGSE8RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. ELAGSE8RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. ELAGSE8RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. ELAGSE8RL6: Analyze how differences in the points of view of characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. ELAGSE8RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. ELAGSE8RL8: (Not applicable to literature)


ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)

College & Career Readiness Anchor Standard(s) (Reading): (Bolded when assessed in unit)Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences


from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College & Career Readiness Anchor Standard(s) (Writing): (Bolded when assessed in unit)Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Learning Goals (Overarching Goals): What you want kids to know and be able to do at the end of the unit: Students will identify the points of view of characters, audience, and reader to analyze the effects of suspense and humor.Students will analyze dialogue and plot elements to understand the characterization and plot pacing of a story.Students will analyze modern and traditional American and multi-cultural texts to understand the theme


of success and to analyze the character types as well as the views of success.Students will use peer guidance to modify and adjust their argument writing for their debate.Students will identify and use verbals (x, participles, and infinitives).Students will identify and use passive and active voice.Students will delineate the different types of irony.Learning Outcomes (Essential Questions): These are your daily learning outcomes and essential questionsOverarching Essential Questions: What does it mean to be successful? What behaviors promote success? How can a person achieve success?Activating Strategy (Warm Up): This activity should relate to your lesson for the day, but should be something up for students ready to work on as soon as they get into the classroom.

Direct Teaching& Modeling; Guided Practice (Opening):Provide students with any missing work.Work Session: Independent Work Day!Use this time to work on any assignments for this class!If you are missing any assignments, please do them first!Check Synergy for current grades!Questions about your grade? See Mrs. Jackson!

Conference with students who have a current grade of 79 or below.

Closing: Homework reminders!Homework: Read CH 9-10 by Friday, Feb. 5th


Materials and Other Info:Station Materials (4 sets)IPad – access to blogAdvantages and Disadvantages H.O.Assessments: Quizzes/TestsWriting AssignmentsGraphic OrganizersListening Speaking and ObservationsExit SlipsJournals/QuickwritesSkills Worksheets

Differentiation: By ELA Scores By Reading Scores (attached) By Lexile Scores By Interest By Learning Styles By Processing Skills



By Teacher made test scores



Classroom Lesson PlansDay of the week: ___Thursday , February 4th, 2016________________________________




ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as



College & Career Readiness Anchor Standard(s) (Reading): (Bolded when assessed in unit)Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College & Career Readiness Anchor Standard(s) (Writing): (Bolded when assessed in unit)Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Learning Goals (Overarching Goals): What you want kids to know and be able to do at the end of


the unit: Students will identify the points of view of characters, audience, and reader to analyze the effects of suspense and humor.Students will analyze dialogue and plot elements to understand the characterization and plot pacing of a story.Students will analyze modern and traditional American and multi-cultural texts to understand the theme of success and to analyze the character types as well as the views of success.Students will use peer guidance to modify and adjust their argument writing for their debate.Students will identify and use verbals (x, participles, and infinitives).Students will identify and use passive and active voice.Students will delineate the different types of irony.Learning Outcomes (Essential Questions): These are your daily learning outcomes and essential questionsOverarching Essential Questions: What does it mean to be successful? What behaviors promote success? How can a person achieve success?Activating Strategy (Warm Up): Timed Writing Practice

Direct Teaching& Modeling; Guided Practice (Opening): This is your standards-based mini-lesson, usually teacher-directed and modeled for students. Guided Practice is an activity that kids can do to ensure you know they understand the concept and can work independently after completing the guided practice.Timed Writing Practice – 45 minutesRead paired passages from McDougal Littell text book pages 886-860Review writing expectationsWork Session: This is the session in which students are working either independently, in groups, or pairs, based on the assignment you want them to complete.

• Students will work individually to complete a 45 minutes timed writing.• Once completed, students will evaluate their written work.• Provide a model writing sample and discuss/determine the qualities of the written sample that makes it high

quality writing.•

Closing: This is a brief wrapping up of the lesson. You might want to review the essential question of the day during the closing or create a ticket out of the door for students for students to illustrate their mastery of the standard-based lesson.

• Swap papers with your neighbor…• Read their response • Using the 2 point rubric, appropriately score their writing.• Circle any parts that they are missing on the rubric

Homework: Read CH 9-10 by Friday, Feb. 5th


Materials and Other Info:Power PointPower PointMcDougal Littell Literature Book2 point RubricAssessments: Quizzes/TestsWriting Assignments


Graphic OrganizersListening Speaking and ObservationsExit SlipsJournals/QuickwritesSkills Worksheets





Classroom Lesson PlansDay of the week: ___Friday, February 5th, 2016________________________________




ELAGSE8RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or ELAGSE8RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. ELAGSE8RI6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. ELAGSE8RI7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. ELAGSE8RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. ELAGSE8RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on ELAGSE8W1: Write arguments to support claims with clear reasons and relevant evidence.ELAGSE8W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.ELAGSE8W5: With some guidance and support from peers and adults, develop and strengthen writing as



College & Career Readiness Anchor Standard(s) (Reading): (Bolded when assessed in unit)Key Ideas and Details1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.Craft and Structure4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.6. Assess how point of view or purpose shapes the content and style of a text.Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.College & Career Readiness Anchor Standard(s) (Writing): (Bolded when assessed in unit)Text Types and Purposes*1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Research to Build and Present Knowledge7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Learning Goals (Overarching Goals): What you want kids to know and be able to do at the end of the unit: Students will identify the points of view of characters, audience, and reader to analyze the effects of suspense and humor.Students will analyze dialogue and plot elements to understand the characterization and plot pacing of a story.Students will analyze modern and traditional American and multi-cultural texts to understand the theme of success and to analyze the character types as well as the views of success.Students will use peer guidance to modify and adjust their argument writing for their debate.Students will identify and use verbals (x, participles, and infinitives).Students will identify and use passive and active voice.Students will delineate the different types of irony.Learning Outcomes (Essential Questions): These are your daily learning outcomes and essential questionsOverarching Essential Questions: What does it mean to be successful? What behaviors promote success? How can a person achieve success?Activating Strategy (Warm Up): This activity should relate to your lesson for the day, but should be something up for students ready to work on as soon as they get into the classroom.Journal Prompt: Journal Prompt:When Ender becomes a commander, he has to decide what his style of leadership will be. What are some of the things Ender does that make him a better commander than the rest?Brief discussionDirect Teaching& Modeling; Guided Practice (Opening):Discuss the standard RL2Discuss purpose for reading: As you read, pay attention to…

Theme Character motivation – understanding Ender. Tension between Ender and authority

Read chapter 11 for approx. 15 minutes.Work Session: Provide instruction for a Socratic SeminarDivide students into outer circle and inner circleProvide each group approx. 15 minutes for discussion

Closing: Closing…On a piece of paper,Answer the purpose for readingWrite 1 question you have about the readings based on today’s Socratic Seminar

Assign Bean’s AssignmentAssign Discussion Post #4Assign Character log – Dink, Petra, Rose the Nose

Homework: Read chapters 9 and 10 Ender’s GameCharacter Log – Dink, Petra, Rose the Nose February 8thBean’s Assignment- due Friday, Feb. 12th

SeeSaw Discussion #4 due Friday Feb. 12th – Peer response due Monday Feb 15th

Materials and Other Info:Power PointSocratic Seminar instructions.Assessments:


Quizzes/TestsWriting AssignmentsGraphic OrganizersListening Speaking and ObservationsExit SlipsJournals/QuickwritesSkills Worksheets




Documents

cpb-us-e1.wpmucdn.com · Web viewWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, …